Transcript Activity - Florida Standards

Secondary
Reading Coaches’
Meeting
October 17 & 18, 2012
Agenda
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Welcome
Names with Friends & “What’s in a Name?” activity
PARCC FAQ’s/ELA Common Core State Standards (CCSS)
Video (Tom Sawyer Lesson)
Amelia Earhart-PARCC Assessment (prototype)
LUNCH & Updates
“Ba-da-bing” activity
Writing-scoring using rubrics & calibrated papers
FCAT 2.0 Writing FAQ’s
Exit Slips
Names with Friends
#1 Educators must…
determine which Common Core State
Standards are essential within:
Reading
Writing
Listening/Speaking
Language
Why do we need essential learning goals?
• So new teachers (or teachers new to a grade level or course) know
what to teach.
• So we have clear a understanding for all teachers of what is
essential at each grade level/course.
• So we don’t rely on programs and supplemental materials to tell us
what to teach.
So that .…
• students have greater opportunities to gain a deeper,
connected understanding of what is deemed “Essential”.
• we stop talking “about” teachers at other grade levels
and begin talking, planning, and teaching WITH them!
• teachers don’t simply pick what they like to teach.
• students don’t end up with gaps in their learning.
What are the criteria for essential learning ?
• Endurance (Will this provide knowledge and skills that will be of
value beyond a single test date?)
• Leverage (Will this provide knowledge and skills that will be of value
in multiple disciplines?)
• Readiness for next level of learning (Will this provide students with
the “tools” they need for success at the next level or grade.)
Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the
Standards. Englewood, CO. Advanced Learning Press.
Larry Ainsworth describes a powerful
illustration in “Unwrapping” the Standards
Two students leaving a college history class were comparing results from
an essay exam about the Asian Revolution . . .
One student recalled nothing.
The other student recalled the common attributes noted in all revolutions
he’d learned in high school (ENDURING UNDERSTANDINGS).
Students need explicit instruction for college/career readiness in
order to be able to ……..
Literacy Standards for Other Disciplines in
Grades 6-8
Central to the vision for literacy embedded within the standards and the Model
Content Frameworks is the idea that instruction in reading, writing, speaking,
listening, and language is a shared responsibility within schools. All fields of
study demand analysis of complex texts and strong oral and written
communication skills using discipline-specific discourse.
Each discipline…..
acquires, develops, and shares knowledge in
distinct ways; educators in each field must take
ownership of building robust instruction around
discipline-specific literacy skills to better prepare
students for college and careers.
-PARCC
A Common Core Lesson
FAQ’s
What we know so far…..
7th Grade Sample
Item and Task Prototype
Amelia Earhart
Just the Facts!!!!!
Comprehension/Conventions
•Evidence-Based Selected Response (EBSR)—Combines a traditional selectedresponse question with a second selected-response question that asks students to
show evidence from the text that supports the answer they provided to the first
question. Underscores the importance of Reading Anchor Standard 1 for
implementation of the CCSS.
•Technology-Enhanced Constructed Response (TECR)—Uses technology to
capture student comprehension of texts in authentic ways that have been difficult to
score by machine for large scale assessments (e.g., drag and drop, cut and paste,
shade text, move items to show relationships).
•Range of Prose Constructed Responses (PCR)—Elicits evidence that students have
understood a text or texts they have read and can communicate that understanding well
both in terms of written expression and knowledge of language and conventions. There
are four of these items of varying types on each annual performance-based
assessment.
Synthesizing Informational Text
PARCC Prototype
• Read the Biography of Amelia Earhart
• Read the article: “Earhart’s Final Resting Place Believed
Found”
• View the video
• Complete Claims Activity
• In a paragraph, summarize and explain the challenges
Amelia Earhart faced throughout her life
Reading Across Genres
Biography
When 10-year-old Amelia Mary Earhart saw her first plane at a state fair, she was not
impressed. "It was a thing of rusty wire and wood and looked not at all interesting," she said. It
wasn't until Earhart attended a stunt-flying exhibition, almost a decade later, that she became
seriously interested in aviation. A pilot spotted Earhart and her friend, who were watching from
an isolated clearing, and dove at them. "I am sure he said to himself, 'Watch me mak e them
scamper,'" she said. Earhart, who felt a mixture of fear and pleasure, stood her ground. As the
plane swooped by, something inside her awakened. "I did not understand it at the time," she
said, "but I believe that little red airplane said something to me as it swished by." On December
28, 1920, pilot Frank Hawks gave her a ride that would forever change her life. "By the time I
had got two or three hundred feet off the ground," she said, "I knew I had to fly."
Although Earhart's convictions were strong, challenging prejudicial and financial obstacles
awaited her. But the former tomboy was no stranger to disapproval or doubt. Defying
conventional feminine behavior, the young Earhart climbed trees, "belly-slammed" her sled to
start it downhill and hunted rats with a .22 rifle. She also kept a scrapbook of newspaper
clippings about successful women in predominantly male-oriented fields, including film direction
and production, law, advertising, management, and mechanical engineering……
AS of today, PARCC prototype will require students to…..
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click-and-drag information from a text into a graphic organizer or map.
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write about the same passages that they read for the reading section.
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be scored for development of ideas, organization, and clarity of language.
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reduce reliance on formulaic writing.
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use information from a single text (summarization in the example shown); other
assessments require the synthesis of information from either two or three texts.
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be scored on 4 point rubrics.
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have their writing scored by machine, but other parts will be scored by readers.
Write three claims that are supported by the most relevant and sufficient evidence within
“Earhart’s Final Resting Place Believed Found.”
The answer is…
Earhart and Noonan’s plane crashed
into the Pacific Ocean.
Claims
Earhart and Noonan’ lived as
castaways on Nikumaroro Island.
People don’t really know where Earhart
and Noonan died.
Let’s Have Lunch!
Changes to FCAT 2.0 Writing
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State’s expectations for FCAT
2.0 Writing - 2013 and Beyond
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Adjusted FCAT 2.0 Writing
Why were changes made to the
scoring of FCAT 2.0 Writing in
2012?
Florida raised the expectations of writing
to prepare for the increased rigor
students will encounter with the
implementation of the 2014-2015 PARCC
writing component.
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How will the scoring change
in 2013 and beyond?
• The State of Florida envisions a two-year
(2012-2013 and 2013-2014) approach to
implement rigorous writing.
• Responses will continue to be scored
holistically as draft writing, but scoring
will be more stringent.
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What are the expectations for high scores on
the FCAT 2.0 writing assessment ?
• Increased attention to quality of details,
requiring use of relevant, logical, and
plausible support, rather than
contrived statistical claims or
unsubstantiated generalities.
• Increased expectation of overall
control of the quality of support and
the correct use of conventions.
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2013 Administration Parameters
60 minutes to
• Read the prompt independently.
• Plan the response according to the task
and purpose .
• Draft, revise, and edit the response.
• REMINDER: One prompt; two scorers; purpose not
announced in advance; NOT a systematic rotation
of writing purposes!
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Embracing Holistic Scoring
• Judge the total response using pre-defined criteria of focus,
organization, support, and conventions;
• Understand the interrelatedness of writing skills;
• Pay attention to what is essential in realistic communication;
• Refuse to grade, list, or count weaknesses; and
• Consider how all the components work in harmony to
achieve an overall effect.
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WRITING ELEMENTS
FOCUS
• refers to how clearly the
paper presents and
maintains a main idea,
theme, or unifying point.
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ORGANIZATION
• refers to the structure or plan
of development (beginning,
middle, and end) and the
relationship of one point to
another.
• refers to the use of transitional
devices (terms, phrases, and
variations in sentence
structure) to signal both the
relationship of the supporting
ideas to the main idea, theme,
or unifying point and the
connections between and
among sentences.
WRITING ELEMENTS
SUPPORT
CONVENTIONS
• refers to the quality of details
used to explain, clarify, or
define. The quality of the
support depends on word
choice, specificity, depth,
credibility, and thoroughness.
• refer to the punctuation,
capitalization, spelling, and
sentence structure.
• These conventions are basic
writing skills included in the
Next Generation Sunshine
State Standards.
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Looking at CALIBRATION Sets
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Looking at CALIBRATION Sets
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The Holistic Rubric Provides
a Scoring Description
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The rubric is like a compass to get you
going in the right direction.
The annotations are the street level map showing
you how to get there!
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ACTIVITY: FCAT Writing rubrics
are available at
http://fcat.fldoe.org/rubrcpag.asp
8th Grade Holistic Rubric
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10th Grade Holistic Rubric
Activity
With your table group, examine the differences
between the FCAT 2.0 Writing rubrics for 8th
and 10th grades.
Examine the different word choice between the
grade levels and score points.
VERTICAL ALIGNMENT TO
SHOW APPLICATIONS
OF THE HOLISTIC RUBRIC
FOR FCAT WRITING 2.0 FOR
2013
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Let’s Try Holistic Scoring
It’s
,right?
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References
Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards.
Englewood, CO. Advanced Learning Press.
http://www.parcconline.org/samples/item-task-prototypes
Division of Language
Arts/Reading
Karen Spigler
Administrative Director
Dr. Sharon Scruggs-Williams
Instructional Supervisor
North
Dr. Erin Cuartas
Instructional Supervisor
Central
Laurie Kaplan
Instructional Supervisor
South
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